Need/Resource Capacity (N/RC)
Category Code: A code indicating to which of six
Need/Resource Capacity Categories a district belongs. Districts are placed in
an N/RC category based on their N/RC Index. The N/RC Index is a measure of a
district’s ability to meet the needs of its students with local resources. This
measure is calculated by dividing a district’s estimated poverty percentage by
its Combined Wealth Ratio. Additional information can be found
in
Part III of the Statewide Profile of the Educational System.

The
Need/Resource Capacity Categories are:

1. New York City
Public Schools;

2. Large City Districts– Buffalo, Rochester, Syracuse, and Yonkers;

3. High Need Urban-Suburban
Districts;

4. High Need Rural
Districts;

5. Average Need
Districts; and

6. Low Need
Districts.

STUDENTS

·Total
Enrollment: The number of students enrolled in prekindergarten
through grade 12 including students with disabilities in ungraded classes,
2001-02. Source: Basic Educational Data System. Additional information can be
found in
Part II, Section 1; Part
III, Section 2; and Part IV,
Section 1 of the Statewide Profile of the Educational System.

·Percent White:
The number of enrolled White (not Hispanic) students divided by the
total district enrollment, 2001-02. Source: Basic Educational Data System.
Additional information can be found in Part
II, Section 1; Part III, Section 2; and
Part IV, Section 1 of the
Statewide Profile of the Educational System.

·Percent Black:
The number of enrolled Black (not Hispanic) students divided by the total
district enrollment, 2001-02. Source: Basic Educational Data System.
Additional information can be found in Part
II, Section 1; Part III, Section 2; and
Part IV, Section 1 of the
Statewide Profile of the Educational System.

·Percent
Hispanic: The number of enrolled Hispanic students divided by the
total district enrollment, 2001-02. Source: Basic Educational Data System.
Additional information can be found in
Part II, Section 1; PartIII,
Section 2; and Part IV, Section 1
of the Statewide Profile of the Educational
System.

·Percent Other:
The number of enrolled other minority students divided by the total district
enrollment, 2001-02. Other minority groups include American Indian, Alaskan
Native, Asian, and Pacific Islander. Source: Basic Educational Data System.
Additional information can be found in Part
II, Section 1; PartIII, Section
2; and Part IV, Section 1
of the Statewide Profile of the Educational
System.

·Annual Attendance
Rate: The average daily attendance divided by the possible average
daily attendance, 2000-01. Attendance rates are not shown for school districts
with fewer than eight teachers. Source: General Aids and Services Team.
Additional information can be found in Part
II, Section 5; Part III, Section 6; and
Part IV, Section 5 of the
Statewide Profile of the Educational System.

·Census Poverty
Index: The number of children 5 to 17 years of age in families below
the poverty level, as determined by the 1990 Federal census, divided by the
total number of children within the district boundaries who are 5 to 17 years of
age. Additional information can be found in Part III, Section 2 of the Statewide Profile of the Educational System.

·Percent
Free/Reduced Price Lunch: The number of students in kindergarten
through grade 6 participating in the free-and-reduced-price lunch program
divided by the enrollment in full-day kindergarten through grade 6 as of October
2001. Not all school districts participate in the program, and the percentage of
eligible students who apply varies across participating districts. Therefore,
statistics contained in the table may underestimate the number of eligible
students. A blank indicates that Percent-Free/Reduced-Price-Lunch data were not
available. A pound sign (#) appears when the percentage of participants is
greater than 100. This may occur when half-day kindergarten students
participate in the lunch program. Source: Basic Educational Data System.
Additional information can be found in Part
III, Section 2 of the Statewide
Profile of the Educational System.

·LEP Rate: The number of limited English proficient students (also known as English
language learners) as defined by Section 154.2(a) of the Regulations of the
Commissioner of Education divided by the total district enrollment in grades
PreK-12, expressed as a percentage for 2001-02. Source: Basic Educational Data
System. Additional information can be found in Part II, Section 1 and
Part III, Section 2 of the
Statewide Profile of the Educational System.

·Suspension Rate:
The number of students in grades K-12 who were suspended from school
for at least one full day during the 2000-01 school year divided by the total
district K-12 enrollment, expressed as a percentage. Data pertain to
out-of-school suspensions only. Source: Basic Educational Data System.Additional information can be found in Part II, Section 5; Part III, Section 6; and Part IV, Section 5 of the Statewide Profile of the Educational System.

·Dropout Rate:
The number of dropouts between July 1, 2001 and June 30, 2002 divided
by the grades 9-12 enrollment, including the portion of ungraded secondary
enrollment that can be attributed to grades 9-12, expressed as a percentage. A
dropout is defined as any student who left school before graduation for any
reason except death and did not enter another school or high school equivalency
preparation program. If a district did not have enrollment in grades 9-12 in
2001-02, the dropout rate is blank. In New York City, only the high school
districts and the City as a whole have a dropout rate reported. Source: School
and Student Accountability Data System. Additional information can be found in
Part II, Section 5; Part III, Section 6;
and Part IV, Section 5 of the Statewide Profile of the Educational System.

·Percent to
College: The number of 2001-02 high school graduates entering
four-year, two-year, or other post-secondary institutions, divided by total high
school graduates, expressed as a percentage. Data are shown for the New York
City high school districts and the City as a whole. Source: School and Student
Accountability Data System. Additional information can be found in Part II, Section 4; Part III, Section 5; and Part IV, Section 4 of the
Statewide Profile of the Educational System.

·Student-Support
Staff Ratio: The number of students in grades K-12 divided by the
number of support staff in full-time equivalents (FTEs) in 2001-02. Support
staff include guidance counselors, psychologists, psychiatrists, social workers,
attendance teachers, nurses, dental hygienists, and librarians. Source: Basic
Educational Data System. Additional information can be found in Part II, Section 2 of the
Statewide Profile of the Educational System.

·Pupil-Teacher
Ratio: The total district enrollment divided by the number of full-
and part-time public school classroom teachers, 2001-02. Source: Basic
Educational Data System. Additional information can be found in Part II, Section 2 and
Part III, Section 3 of the
Statewide Profile of the
Educational System.

FISCAL DATA

·Expenditures per
Pupil Unit: Total expenditures, including those charged to the
General, Debt Service, and Special Aid Funds. The pupil measure is based on
average daily membership/enrollment and includes students enrolled in district
programs; disabled students educated in district, BOCES, and approved private
school programs, including the State schools at Rome and Batavia; and students
educated in other districts for which the district pays tuition; and resident
students attending charter schools; and a full-time equivalent (FTE) count of
incarcerated youth in a county jail for whom the district in which the county
jail is located must provide an educational program, 2000-01. Prekindergarten
and half-day kindergarten students are weighted at 0.5. The components needed
to calculate expenditures per pupil unit are not collected for districts with
fewer than eight teachers. Source: Fourteenth Annual School District Fiscal
Profile database. Additional information can be found in Part III, Section 3 of the Statewide Profile of the Educational System.

·New York State
Revenue Share: District revenues from State sources divided by total
revenues, 2000-01. Source: Fourteenth Annual School District Fiscal Profile
database. Additional information can be found in Part II, Section 2 and
Part III, Section 3 of the
Statewide Profile of the Educational System.

·Combined Wealth
Ratio: The Combined Wealth Ratio (CWR) compares district wealth to
the State average wealth, which is defined as 1.0. A district with a CWR of
less than 1.0 has wealth below the State average. Conversely, a district with a
CWR of more than 1.0 has wealth above the State average. The CWR is calculated
as follows: (0.5 multiplied by the Pupil Wealth Ratio) + (0.5 multiplied by the
Alternate Pupil Wealth Ratio). The Pupil Wealth Ratio is equal to the actual
value of property in 1997 divided by a weighted pupil count. The Alternate
Pupil Wealth Ratio is equal to the 1997 Adjusted Gross Income of a district
divided by a weighted pupil count. The weighted pupil count is based on the
adjusted average daily attendance of K-12 students resident in the district plus
weightings for students with special educational needs, students with
disabilities, and secondary school students; half-day kindergarten students are
weighted at 0.5. The CWR is not used in determining State aid for districts
with fewer than eight teachers and is not calculated for these districts.
Source: Fourteenth Annual School District Fiscal Profile database. Additional
information can be found in Part III,
Section 3 of the Statewide
Profile of the Educational System.

·Percent
Distribution of Expenditures: The percentage of total expenditures
allocated to each expenditure category, 2000-01. Source: Fourteenth Annual
School District Fiscal Profile database. Additional information can be found in
Part III, Section 3 of the Statewide Profile of the Educational System.

·Percent for
Fringe Benefit Expenditures for Instructional Personnel: Estimated
expenditures for fringe benefits for instructional personnel divided by total
expenditures, 2000-01. Additional information can be found in Part III, Section 3 of the Statewide Profile of the Educational System.

·Total Percent for
Instruction: The sum of Percent for Instruction excluding Fringe
Benefits and Percent for Fringe Benefit Expenditures for Instructional
Personnel, 2000-01. Additional information can be found in Part III, Section 3 of the Statewide Profile of the Educational System.

·Percent for
Central Administration: Expenditures for central administration
divided by total expenditures. Central administration expenditures include, for
example, chief school officer, business office, purchasing, personnel, public
information, and fees for fiscal agents, 2000-01. Additional information can be
found in Part III, Section 3 of
the Statewide Profile of the Educational
System.

·Percent for
Transportation: Expenditures for transportation divided by total
expenditures, 2000-01. Additional information can be found in Part III, Section 3 of the Statewide Profile of the Educational System.

·Percent for Debt
Services: Principal and interest on approved building projects,
transportation issues, and other debt instruments, both short and long term,
divided by total expenditures, 2000-01. Additional information can be found in
Part III, Section 3 of the Statewide Profile of the Educational System.

·Percent for
Miscellaneous: All other expenditures divided by total
expenditures. Included are expenditures for operation and maintenance, board of
education (including legal expenses), community services, certain undistributed
expenses (including noninstructional employee benefits), and certain interfund
transfers, 2000-01. Additional information can be found in Part III, Section 3 of the Statewide Profile of the Educational System.

·Instructional
Expenditures for General Education: The K-12 expenditures for
classroom instruction (excluding special education) plus a proration of
building-level administrative and instructional support expenditures. District
expenditures, such as transportation, debt service, and district-wide
administration, are not included. Instructional expenditures for general
education include amounts for instruction of students with disabilities in a
general-education setting, 2000-01. Source: School District Annual Financial
Report (ST-3).

·Full-Time
Equivalent Enrollment for General Education: The average (FTE) K-12
daily membership plus K-12 students for whom the district pays tuition to
another school district, including both students classified as having a
disability and those not so classified. Students attending a charter school
located within the district’s geographical boundaries are included. For
districts in which a county jail is located, this number includes incarcerated
youth to whom the district must provide an educational program, 2000-01.
Source: State Aid Worksheet (SA-100/19).

·Instructional
Expenditures for Students with Disabilities: The K-12 expenditures
for students with disabilities (including summer special-education expenditures)
plus a proration of building-level administrative and instructional support
expenditures, 2000-01. Source: School District Annual Financial Report (ST-3).

·Students with
Disabilities: The count of this district’s K-12 students with
disabilities, plus the students for whom another district is paying tuition to
this district for special education services, 2000-01. Source: State Aid
Worksheet (SA-100/19).

·Instructional
Expense per Student with Disability: Instructional expenditures for
students with disabilities divided by the count of students with disabilities,
2000-01. The total cost of instruction for students with disabilities may
include some general-education expenses. Likewise, special-education services
provided in the general-education classroom may benefit students not classified
as having disabilities.

FACULTY

·Average Class
Size: The total registration in specified classes divided by the
number of those classes with registration, 2001-02. Kindergarten includes both
half and full day. Common Branch refers to self-contained classes in grades
1-6. Data for grade 8 and grade 10 classes exclude remedial classes. Source:
Basic Educational Data System. Additional information can be found in Part II, Section 2 of the
Statewide Profile of the Educational System.

·Percent Minority
Teachers: The number of minority classroom teachers divided by the
total number of classroom teachers, 2001-02. Minority teachers include
teachers in any of the following racial/ethnic categories: Black (Not
Hispanic), Hispanic, American Indian, Alaskan Native, Asian, and Pacific
Islander. Source: Basic Educational Data System. Additional information can
be found in Part IV, Section 2 of
the Statewide Profile of the Educational
System.

·Annual Teacher
Turnover Rate: The number of teachers who were employed by the
district in 2000-01 but not in 2001-02 (including teachers on leave of absence),
divided by the total number of teachers employed in 2000-01, expressed as a
percentage. Source: Basic Educational Data System. Additional information can
be found in Part III, Section 3
and Part IV, Section 2 of the Statewide Profile of the Educational System.

·Teacher Median
Salary: The median salary of full-time classroom teachers, 2001-02.
A blank indicates that a district did not have a salary agreement when the data
were collected. Source: Basic Educational Data System. Additional information
can be found in Part III, Section 3 and Part IV, Section 2 of the
Statewide Profile of the Educational System.

·Percent of
Teachers with Permanent Certification: The number of classroom
teachers with permanent certification in their currently assigned class subjects
divided by the total number of classroom teachers, 2001-02. Source: Basic
Educational Data System. Additional information can be found in Part III, Section 3 and Part IV,Section 2 of the Statewide Profile of the Educational System.

·Percent of
Teachers with Provisional Certification: The number of classroom
teachers with provisional certification in their currently assigned class
subjects divided by the total number of classroom teachers, 2001-02. Source:
Basic Educational Data System. Additional information can be found in Part III, Section 3 and
Part IV, Section 2 of
the Statewide Profile of the Educational
System.

·Percent of
Teachers with Other: The number of classroom teachers who either
teach more than 20 percent of their time in a subject or subjects for which they
hold no certification or who hold a temporary license, divided by the total
number of classroom teachers, 2001-02. Source: Basic Educational Data System.
Additional information can be found in Part
III, Section 3 and Part IV,
Section2 of the
Statewide Profile of the Educational System.

·Median Years
Experience of Teachers: The median years of experience of classroom
teachers, 2001-02. Source: Basic Educational Data System. Additional
information can be found in Part III,
Section 3 and Part IV, Section 2
of the Statewide Profile of the Educational
System.

·Percent of
Teachers with Master's Degree Plus 30 Hours or Doctorate: The number
of classroom teachers with a master's degree plus 30 hours or a doctorate
divided by the total number of classroom teachers, 2001-02. Source: Basic
Educational Data System. Additional information can be found in Part III, Section 3 and
Part IV, Section 2 of the
Statewide Profile of the Educational System.

STUDENTS WITH DISABILITIES

·School-Age
Residents Classified as Having Disabilities: The number of
school-age (ages 6-21) residents in the district who are classified as having
disabilities, divided by the total district-resident school-age population
(including public school students, nonpublic school students, and students
receiving only home instruction), expressed as a percentage, December 1, 2001.
Source: School District Report of the Number of Students with Disabilities
(PD-1) and the Basic Educational Data System (BEDS). Additional information can
be found in Part II, Section 1
and Part III, Section 7 of the
Statewide Profile of the Educational System.

·Portion of the
Day in Settings Apart from General Education: A display of the
percentage of students with disabilities who spend various portions of their
school day in settings outside of general-education classrooms, December 1,
2001. Source: Required Report of the Number of Students with Disabilities
Provided Special Education in Regular School-based Programs and in Separate
Settings (PD-4). Additional information can be found in Part II, Section 1 and Part III, Section 7 of the
Statewide Profile of the Educational System.

·Total Count of
Students with Disabilities: The total count of school-age (ages
6-21) residents of the district who are classified as having a disability,
including those attending public and nonpublic schools and those receiving only
home instruction, December 1, 2001. Source: School District Report of the
Number of Students with Disabilities (PD-1). Additional information can be
found in Part II, Section 1 and
Part III, Section 7 of the
Statewide Profile of the Educational System.

·Exiting Students
with Disabilities: The number of students with disabilities, ages 14
to 21, who exited special-education or secondary-education programs between July
1, 2001 and June 30, 2002. Data are shown for three classes of
special-education exiters: 1) Regents/Local Diplomas — students with
disabilities who received local diplomas or local diplomas with Regents
endorsements, 2) IEP/local certificate — students with disabilities who received
either Individualized Education Program (IEP) diplomas or local certificates,
and 3) Dropouts — students with disabilities who left school without having
received a diploma or certificate, were age 14-21, did not return to a
general-education program, did not die, and did not transfer to another school.
Source: Office of Vocational and Educational Services for Individuals with
Disabilities (VESID). Additional information can be found in Part III, Section 7 of the Statewide Profile of the Educational System.

TEST RESULTS

·English Language
Arts and Mathematics, Grades 4 and 8: The number of students tested
(general and special education) and the percentage who scored at each of the
four performance levels during 2002 test administrations. English Language Arts
– Grade 4 was administered in January; all others were administered in May. The
performance levels are as follows:

Level 1: Test scores indicate that these
students have serious academic deficiencies. These students demonstrate no
evidence of proficiency at all in one or more of the standards and do not reach
proficiency in any of the standards.

Level
2: Test scores indicate that these students will need extra help to meet
the standards and pass the Regents examinations. These students demonstrate
some knowledge and skills for each standard or full proficiency in one or more,
but not all, of the assessed standards.

Level
3: Test scores indicate that student performance at least meets standards
and, with continued, steady growth, these students should pass the Regents
examinations. Students demonstrate knowledge and skills for each applicable
standard.

Level
4: Test scores indicate that student performance exceeds the standards and
students are moving toward high performance on the Regents examinations.
Students demonstrate superior knowledge and skills in each standard area.

Additional
information can be found in Part I, Section
2; Part II, Section 3; Part III, Section 4; Part IV, Section 3; and Part V,
Section 3 of the Statewide
Profile of the Education System.

·Program
Evaluation Test (Grade 4 Science): The number tested, percent above
the state designated level (SDL), mean score for the multiple-choice component,
and mean score for the performance component, 2001-02. Students who correctly
answer fewer than 30 (SDL) of the 45 questions on the multiple-choice component
must receive academic intervention services (AIS) in the following term of
instruction. The mean score for the multiple-choice component is the average
number of correct answers for students tested. The mean score for the
performance component (a perfect score is 49) is the sum of mean scores for
performance component stations. Zero indicates that no students were tested.
Source: School and Student Accountability Data System. Additional information
can be found in Part I and
Part III, Section4 of
the Statewide Profile of the Educational
System.

·Middle-level
Science Test (Grade 8): Data displayed are the number of students
tested (general education students and students with disabilities) and the
percentage who scored at each of the four performance levels on the 2002 test
administration.The performance
levels are as follows:

Level
1: These students have serious academic deficiencies as evidenced in the
middle-level science test.

Level
2: These students need extra help to meet the standards for middle-level
science.

Level
3: These students meet the standards on the middle-level science test and,
with continued steady growth, should pass the Regents examinations.

Level
4: These students exceed the standards on the middle-level science test
and are moving toward high performance on the Regents examinations.

·Elementary-level
Social Studies Test (Grade 5): Data displayed are the number of
students tested (general education students and students with disabilities) and
the percentage who scored at each of the four performance levels on the 2002
test administration.The
performance levels are as follows:

Level
1: These students are unable to show proficiency in understanding the
content, concepts, and skills required for elementary-level achievement in any
or most of the learning standards and key ideas assessed in social studies and
are unable to show evidence of an ability to apply the content, concepts, and
skills required for entering intermediate-level academic environments.

Level
2: These students show only minimal knowledge and understanding of the
content, concepts, and skills required for elementary-level achievement of the
five learning standards that are assessed in social studies and show only
minimal knowledge of the content, concepts, and skills required for entering
intermediate-level academic environments.

Level
3: These students show knowledge and understanding of the content,
concepts, and skills required for elementary-level achievement of the five
learning standards that are assessed in social studies and show the ability to
apply the content, concepts, and skills required for entering intermediate-level
academic environments.

Level
4: These students show evidence of superior understanding of the content,
concepts, and skills required for elementary-level achievement in each of the
learning standards and key ideas assessed in social studies and show evidence of
superior ability to apply the content, concepts, and skills required for
entering intermediate-level learning environments.

·Middle-level
Social Studies Test (Grade 8): Data displayed are the number of
students tested (general education students and students with disabilities) and
the percentage who scored at each of the four performance levels on the 2002
test administration.The
performance levels are as follows:

Level
1: These students are unable to show proficiency in understanding the
content, concepts, and skills required for intermediate-level achievement in any
or most of the learning standards and key ideas assessed in social studies and
are unable to show evidence of an ability to apply the content, concepts, and
skills required for entering secondary-level academic environments.

Level
2: These students show only minimal knowledge and understanding of the
content, concepts, and skills required for intermediate-level achievement of the
five learning standards that are assessed in social studies and show only
minimal ability to apply the content, concepts, and skills required for entering
secondary-level academic environments.

Level
3: These students show knowledge and understanding of the content,
concepts, and skills required for intermediate-level achievement of the five
learning standards that are assessed in social studies and show the ability to
apply the content, concepts, and skills required for entering secondary-level
academic environments.

Level
4: These students show evidence of superior understanding of the content,
concepts, and skills required for intermediate-level achievement in each of the
learning standards and key ideas assessed in social studies and show evidence of
superior ability to apply the content, concepts, and skills required for
entering secondary-level academic environments.

·Percent of
Graduates Who Received Regents Diplomas: The number of
general-education and special-education high school graduates who received local
diplomas and the percentage of these graduates who earned Regents-endorsed local
diplomas, 2001-02. New York City Public School data are provided only at the
citywide level. Source: School and Student Accountability Data System.
Additional information can be found in Part
I; Part II, Section 4; Part III, Section 5; Part IV, Section 4; and
Part V, Section 3 of the
Statewide Profile of the Educational System.

·Average Grade
Enrollment (AGE): The sum of general-education students and students
with disabilities enrolled in grades 9-12, divided by four, June 2002. Source:
School and Student Accountability Data System.

·Regents
Examinations: The number of students tested (general-education
students and students with disabilities combined) in August 2001, January 2002,
and June 2002 are shown for the Regents examinations in comprehensive English;
sequential mathematics, course I; mathematics A; global history and geography;
U.S. history and government; physical setting: Earth science; living
environment; physical setting: Physics (first admin. June 2002); mathematics B;
sequential mathematics, course II; sequential mathematics, course III; physical
setting: chemistry (first admin. June 2002); chemistry; physics (last admin.
January 2002); comprehensive Spanish; comprehensive French; and other
comprehensive foreign languages (comprehensive examinations in German, Hebrew,
Italian, and Latin). The percentage of tested student cohort scoring 55-64,
65-84, and 85-100 are shown for the Regents examinations in comprehensive
English; sequential mathematics, course I; mathematics A; global history and
geography; U.S. history and government; physical setting: Earth science; and
living environment. Results on all other Regents examinations are shown as the
percentage of average grade enrollment tested and scoring between 55-64, 65-100,
and 85-100. The percentage of the AGE tested will be over 100 percent (noted
with “#”) when the number of students tested was greater than the AGE. This
happens, for example, when a large number of eighth-graders were tested. A zero
indicates that no students were tested. Source: School and Student
Accountability Data System. Additional information can be found in Part I; Part II, Section 3; Part III, Section
4; Part IV, Section 4; and Part
V, Section 3 of the Statewide
Profile of the Educational System.

·Regents Cohort:
These data assess the progress of a cohort of students in meeting new graduation
requirements in English language arts, mathematics and social studies. The
1998 cohort includes students who entered grade 9 for the first time in the
1998-99 school year. The 1996 cohort includes students who entered grade 9 for
the first time in the 1996-97 school year. Students in the 1997 cohort were
required to pass Regents examinations in both English and mathematics. Students
in the 1996 cohort were required to pass the Regents examination in English,
while their mathematics requirement could be met by either passing an exam in
Regents mathematics or by passing the Regents Competency Test (RCT) in
mathematics. The score range of 55-100 for each subject is shown because
districts may award local high school diplomas to students who score between 55
and 64 on an applicable Regents examination during the phase-in of graduation
requirements. Regents credit is only awarded to students who score 65 or
higher. Additional information can be found in Part III, Section 4 of the Statewide
Profile of the Educational System.

·Regents
Competency Tests: The number of students tested (general-education
students and students with disabilities) and the percentage of tested students
passing. Results are shown for the following Regents competency tests:
mathematics, science, reading, writing, global studies, and U.S. history and
government, August 2001, January 2002, and June 2002. Source: School and
Student Accountability Data System. Additional information can be found in Part II, Section 3 and Part III, Section 7 of the Statewide Profile of the Educational System.

·Second Language
Proficiency Examinations: The number of students tested
(general-education students and students with disabilities) in grade 8 and
below, the percentage of these students passing, the number of students tested
in grade 9 and above, and the percentage of these students passing, June 2002.
Results are shown for the following examinations: French, Spanish, and other
second languages (German, Italian, and Latin). Source: School and Student
Accountability Data System.

·Occupational
Education Proficiency Exam: The number of students tested
(general-education students and students with disabilities) and the percentage
of students passing the Introduction to Occupations exam, January 2002 and June
2002. Source: School and Student Accountability Data System.